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High School Science CIA

High School Science CIA. Dec 20, 2010. Announcements. STEM District Committee Programs, Curriculum Need help to know about programs and events, newsletter articles. PD Opportunities. CRISP (Nov 13, Jan 29) Making Stuff Work

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High School Science CIA

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  1. High School Science CIA Dec 20, 2010

  2. Announcements • STEM District Committee • Programs, Curriculum • Need help to know about programs and events, newsletter articles

  3. PD Opportunities • CRISP (Nov 13, Jan 29) Making Stuff Work • https://www.southernct.edu/crisp/index.php/Professional_Development • Possible new grant, focusing on physics? • Other Needs???

  4. Other Announcements • Equipment/Books? • TVAL/Work with principals • Science Fair: Sign Up and decide now! • SCIENCE.. Part of SIP? Tiering!

  5. Teaching/Instruction • some notes from observations • How do the students know what to DO? • How do the students know what to LEARN? • Needs to be WRITTEN and CLEAR

  6. Teaching/Instruction • Student to Student TALK: guided and planned • Higher Order Questioning: guided and planned • Worksheet vs. totally open labs, there is a middle ground • Expectation: students TOUCH stuff at least 2-4 times a week, lab experimentat least once a week. • Writing by students.. doesn’t have to be long, but should be frequent • And number one : THINKING is the goal. (not compliance work).

  7. Assessment • 9th grade CMT practice will be coming • Q1. Feedback on what happened?, what instructional changes are you making? • DATA TEAMS: how do your teams use science results? How do you bring them up? (Math/Physics connection? Measurement connection ) • What does item analysis of quarter one show us? • Have you looked at quarter two questions to give feedback…before break??? (1/18-1/21 due back 1/26)

  8. HOW do secondary school students learn inquiry? • Inquiry and the National Science Education Standards (2000) http://www.nap.edu/catalog.php?record_id=9596 • Learning Cycle: Engage, Explore, Explain, Extend, Apply, Evaluate

  9. Inquiry, keys to learning • Understanding science is more than knowing facts • Students build new knowledge and understanding on what they already know and believe (constructivism/misconceptions) • Students formulate new knowledge by modifying and refining their current concepts and by adding new concepts to what they already know

  10. Inquiry Learning • Learning is mediated by the social environment in which learners react with others. • Effective learning requires that students take control of their own learning. • The ability to apply knowledge to novel situations, that is, transfer of learning, is affected by the degree to which students learn with understanding.

  11. Research base • Taking Science to School: Learning and Teaching Science http://www.nap.edu/catalog/11625.html pgs130-140 • Asking Questions • Designing Experiments (variables) • Engineering (desired effect) vs Scientific (which factors made a difference) • Observing and Recording • Evaluating Evidence

  12. Essential features Classroom Inquiry • 1. Learner engages in scientifically oriented questions • 2. Learner gives priority to evidence in responding to questions • 3. Learner formulate explanations from evidence • 4. Learner connects explanations to scientific knowledge • 5. Learner communicates and justifies explanations

  13. Freq asked ? About inquiry • Is it ever Ok to tell students answers? Y • Should teacher say no to student inves? Y • More impt inquiry or concepts? Both • How can invst come before vocab? Observe • Inquiry in every lesson? N • How can we cover everything? Deep • Structure vs Freedom in inquiry? Balance • Inquiry vs classroom management? PLAN • Materials? Teacher plan is lesson, not materials • How improve? Collaborate!

  14. In groups: • Review ideas from teaching inquiry • Review q1 10-11 data share ideas • Review q2 09-10 data

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